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A survey of undergraduate teaching in anaesthesia
Author(s) -
Cheung V.,
Critchley L. A. H.,
Hazlett C.,
Wong E. L. Y.,
Oh T. E.
Publication year - 1999
Publication title -
anaesthesia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.839
H-Index - 117
eISSN - 1365-2044
pISSN - 0003-2409
DOI - 10.1046/j.1365-2044.1999.00640.x
Subject(s) - medicine , advanced life support , curriculum , life support , resuscitation , anesthesia , intensive care , endotracheal intubation , basic life support , intubation , medical education , intensive care medicine , cardiopulmonary resuscitation , psychology , pedagogy
Currently, no well accepted and clearly defined ‘core’ curriculum for undergraduate anaesthesia teaching exists. To address this deficiency, we surveyed 73 university departments of anaesthesia and intensive care. Sixty‐five replied from South‐east Asia (12), Australasia (13), the UK and Ireland (28) and Canada (12). A questionnaire containing 37 items ranging from departmental structure to curriculum content was used. We found significant regional differences. Overall, most departments taught pharmacology of anaesthetic drugs (83%), pre‐operative assessment (92%) and care of the unconscious patient (77%). Ninety‐seven per cent taught airway management and intubation and 80% taught intravenous cannulation. Basic life support was taught by 92% and advanced life support by 71%. Fewer than half taught advanced trauma life support principles (44%). Critical care teaching was less well defined, but a consensus of schools taught respiratory failure and ventilation, management of circulatory shock and principles of sepsis and multi‐organ system failure. Practical clinical skills were taught mainly using patients and simulators, 46% had a skills laboratory and six employed a resuscitation officer. However, it should be noted that we did not assess the quality and outcome of teaching.